Assumes that learning to teach occurs over time and in various contexts, and is not limited to what occurs during the college years. Using a framework for learning to teach that takes these differences in time and context into account, examines the sources of influence in learning to teach and the various ways in which this learning occurs. Posits four phases in the process of learning to teach viz: (1) the pre-training phase, (2) pre-service college programme, (3) the induction phase, and (4) the in-service phase. Outlines what is known about each phase of this continuum and compares these finding with the provisions for preparing teaching in Jamaica, and considers the implications for practice and for change. By comparing what is known about the process of developing teaching competence with the provisions for teacher learning that exist in Jamaica, analyses the adequacy of the provisions for learning to teach and learning from teaching in Jamaica. Recommends that teacher educators adopt a comprehensive approach to teacher learning that allows teacher educators to address the influences of beliefs, perspectives and expectations, consider the various sites and settings where learning takes place, and to bear in mind the significant individuals who have an impact - good or bad - on the teacher. Also recommends that teacher educators and policy makers make a temporal perspective on learning to teach - one which avoids unrealistic expectations for the outcomes of the colelge. Ends by drawing attention to the absence of th structures opportunities for teachers to learn at the workplace, because of the prevailing view that the teacher is fully prepared after graduating from college.....read more